Central Union High School District

Mission Statement

Our mission is to ensure that all English learner students will develop English proficiency.  In order to achieve this we:

• Accept students with the language and content knowledge they have acquired, and help them to attain English fluency as rapidly and effectively as possible

• Equip students with the knowledge and skills they need for college/career success and

• Graduate students who have the advantage of being bilingual and biliterate.

Frequently Asked Questions

What is an English Learner (EL)?

At the time of enrollment, parents/guardians are asked to complete a Home Language Survey.  When they indicate that the child is exposed to a language other than English, the child must take the English Language Proficiency Assessments for California (ELPAC).  State and Federal law require Central Union High School District (CUHSD) to administer ELPAC to each child within 30 days and a primary language assessment within 90 days of registering in the district.  If the student scores at the intermediate level or below on the initial ELPAC, he/she becomes designated an English Learner.

What tests are EL students required to take?

CUHSD uses the state-mandated ELPAC to assess English proficiency and it utilizes the Language Assessment Syntax (LAS) to determine primary language proficiency.  CUHSD staff use the results of these assessments to determine the child’s language designation status and academic program placement. ELs also take additional state mandated exams.

What programs are available to ELs?

Participants have equitable access to all programs provided by the local educational agency, as required by law.  The student has the following course of study options:

• Structured English Immersion The Structured English Immersion Program (SEI) is designed for English learners (fewer than 6 years in US Schools) with less than reasonable fluency who may need special instruction in the core classes and minimal instruction in the primary language.

• Alternative Program English learners (fewer than 2 years in US Schools) in the Alternative Program have demonstrated less than reasonable fluency in English.  The parent/guardian of an EL has requested a parental exception waiver to enroll the student in this program so the district can provide instruction in the students’ primary language.

• Individualized Learning Plan-  The Individualized Learning Plan (ILP) is a privilege for an English Learner (EL) who has, and maintains the academics, namely the GPA, stipulated by the District (a GPA of 3.0 or a GPA of 2.3 and enrollment in a District program e.g. AVID). Should the EL’s GPA drop, or should the EL’s academics not show adequate yearly progress, the ILP shall become voided and the EL shall be enrolled in an English class designated as a provider of ELD.

• LTEL Pathway- The Long-Term English Learner (more than 6 years in US Schools) Pathway is designed to give students who have achieved the moderately developed and well developed levels (L3/L4) of the ELPAC access to the rigor of the regular classroom.  These students are enrolled in all mainstream classes. Students who have below a 2.3 GPA may also be assigned an 8th period support class designed to assist them in raising their GPAs through Academic Language instruction, AVID strategies and Credit Recovery.

• Transitory Redesignation- Students in this pathway have met the requirements for Redesignation.  ELs who have achieved the moderately developed and well developed levels (L3/L4) of the ELPAC take all mainstream classes to give them access to the rigor of the regular classroom as they await redesignation.  These students may also take a support class 8th period if needed.

What is ELD?

All English learners participate in English Language Development (ELD) instruction that is appropriate for their identified levels of language proficiency as prescribed by law.  (California Education Code Section 300) English Language Development courses employ curriculum, including instructional materials and teaching methodologies that are designed to promote EL’s acquisition of listening, speaking, reading, and writing skills in English.  ELPAC scores are used for initial placement into ELD classes and ELD teachers may also make recommendations for an English Learners’ placement. ELD teachers give standards-based assessments to evaluate ELs’ academic growth.

When can students be redesignated as fluent English proficient (FEP)?

Redesignation is the procedure that uses the district-established criteria to determine when an English Learner has English language proficiency comparable to that of a native English speaker.

What is the criteria for redesignation?

•  The following criteria is used to determine when EL students have developed the English language skills necessary to succeed in English-only instruction and should be redesignated as Fluent English Proficient (FEP):

•  ELPAC score of 4- Well Developed

•  Grade of “C” or better in the most recent English class

•  Grade point average (GPA) of 2.0 or better

•  Grade Equivalent Reading Score on CAASPP Grade 11 test in English

What happens after students have been redesignated?

Students who have been redesignated as Fluent English Proficient (FEP) receive follow-up monitoring from site personnel for two years after redesignation.  Monitoring occurs at the end of each semester for the four semesters immediately following the semester of reclassification. If students’ grades fall below "C" in any academic class, the school staff re-evaluates the students’ progress and interventions are recommended. Follow-up support services are provided to students who do not demonstrate satisfactory progress. These may include, but are not limited to, additional tutoring or counseling.

What is ELAC?

CUHSD has functioning site English Learner Advisory Committees (ELACs) to review programs and services for English learners and give valuable input to future planning.  The parents or guardians of English learners at their respective school sites elect the ELACs on an annual cycle, as stipulated in the bylaws. The ELACs routinely advise the principal and staff on the development of the Single Plan for Student Achievement, and efforts to make parents aware of the importance of regular school attendance.  The ELACs hold elections so every parent or guardian of an English learner has the opportunity to vote and they participate in trainings on their legal responsibilities. The English Learner Program staff members coordinate the ELAC meetings with the membership’s approval, as well as provide all trainings on the legal areas of responsibility.

The district has established a functioning District English Learners Advisory Committee (DELAC) to advise the CUHSD Board of Trustees on programs and services for ELs.  The DELAC members are voted on an annual cycle by the ELAC members of their respective sites. The district’s DELAC has the opportunity to advise the governing board on a timetable for the development of a district master plan of educational programs and services for ELs, taking into consideration the school site plans for ELs.  The committee also conducts a district-wide needs assessment on a school-by-school basis and establishes district program, goals, and objectives for programs and services for ELs. The district’s DELAC reviews and comments on the written parent notification letters and the district’s reclassification process. The district ensures that the DELAC members receive training materials and training, including those requested by the membership that is appropriate to assist members in carrying out their responsibilities.  The English Learner Program Assistants coordinate and conduct the DELAC meetings with the approval of the membership.